Gisela Cebrián Bernat


She graduated with a BSc in Environmental Sciences at the Universitat de Girona, an MSc in Mathematics and Science Education Research at the Universitat Autònoma de Barcelona (UAB) and a PhD in Education at the University of Southampton (United Kingdom). She is currently a Serra Hunter Fellow in the Department of Pedagogy at Universitat Rovira i Virgili (URV). From 2015 to 2019 she worked as a lecturer and Academic lead of the MSc in Educational Leadership at Universidad Camilo José Cela.

Her expertise includes Education for Sustainable Development, teacher education and sustainability competencies; she has presented more than 30 communications in national and international conferences and congresses, and has participated as researcher in various R&D projects on educational leadership, universities and climate change, sustainability competencies and student-centred approaches.

She has a 6-year research period recognised by the National Commission for the Evaluation of Research Activity (in Spanish CNEAI), is Section Editor of the Sustainability Journal and Assistant Editor of the International Journal of Sustainability in Higher Education.

Research lines:

  • Education for Sustainable Development
  • Organisational learning and change
  • Educational leadership
  • Teacher education
  • Sustainability competencies


Featured publications

Cebrián, G., Pascual, D. & Moraleda, A. (2019). Sustainability competencies amongst Spanish pre-service secondary school teachers. International Journal of Sustainability in Higher Education, 20(7), 1171-1190.

Cebrián, G., Fernández, M., Fuertes, M, Moraleda, A. & Segalàs, J. (2019). La influencia del Aprendizaje-Servicio en el desarrollo de competencias en sostenibilidad en estudiantes universitarios. Bordón. Revista de Pedagogía, 71(3), 151-167.

Cebrián, G. (2018). The I3E model for embedding Education for Sustainability within higher education institutions. Environmental Education Research, 24(2), 153-171.

Cebrián, G. (2017). A collaborative action research project towards embedding sustainability within the higher education curriculum. International Journal of Sustainability in Higher Education, 18(6), 857-876.

Cebrián, G., Grace, M., & Humphris, D. (2015). Academic staff engagement in education for sustainable development. Journal of Cleaner Production, 106, 79-86.

Cebrián, G. & Junyent, M. (2015). Competencies in Education for Sustainable Development: Exploring the Student Teachers’ Views. Sustainability, 7, 2768-2786.

Cebrián, G., & Junyent, M. (2014). Competencias profesionales en Educación para la Sostenibilidad: un estudio exploratorio de la visión de futuros maestros. Enseñanza de las Ciencias, 32(1), 29-49.

Rué, J., Font, A. & Cebrián, G. (2013). Towards high-quality reflective learning amongst Law Undergraduate Students: Analysing students’ reflective journals during a PBL course. Quality in Higher Education, 19(2), 191-209.

Cebrián, G., Grace, M., & Humphris, D. (2013). Organisational learning towards sustainability in higher education. Sustainability Accounting, Management and Policy Journal, 4(3), 285-306.